Quality of Research
Documents Reviewed
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted.
Study 1Bradley, R. T., McCraty, R., Atkinson, M., Arguelles, L., Rees, R. A., & Tomasino, D. Reducing test anxiety and improving test performance in America's schools: Results from the TestEdge national demonstration study (Publication No. 07-04-01). Boulder Creek, CA: HeartMath Research Center, Institute of HeartMath.
Supplementary Materials Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Anton, E. D., Algaze, B., Ross, G. R., et al. Test anxiety inventory sampler set: Manual, test, scoring. Redwood City, CA: Mind Garden.
Outcomes
| Outcome 1: Test anxiety |
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Description of Measures
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Test anxiety was assessed using the Test Opinion Survey, a subsection of the 80-item Student Opinion Survey. The Test Opinion Survey includes 8 items, taken from the Spielberger Test Anxiety Inventory, that assess three constructs of test anxiety: global, worry (psychological aspects of test anxiety), and emotionality (physical symptoms of test anxiety). Using a 4-point Likert scale ranging from "almost never" to "almost always," students responded to each item (e.g., "During tests I feel very tense," "I feel very panicky when I take an important test," "I freeze up on important exams"). Assessments were conducted at baseline, at 2 months after baseline (i.e., 2 weeks before the California High School Exit Examination), at 3 months after baseline (i.e., 1 week before the California Standards Test), and at posttest.
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Key Findings
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In one high school, 10th-grade students received the 12-week TestEdge Program, and in another high school, 10th-grade students served as the control group, receiving regular instruction. From baseline to 3 months after baseline, students who received the TestEdge Program had a lower level of test anxiety than students in the control group, as indicated by the global (p < .001), worry (p < .001), and emotionality (p < .001) constructs.
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Studies Measuring Outcome
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Study 1
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Study Designs
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Quasi-experimental
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Quality of Research Rating
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3.0
(0.0-4.0 scale)
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| Outcome 2: Negative affect |
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Description of Measures
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Negative affect was assessed using 6 items from the 80-item Student Opinion Survey: "I feel stressed," "I feel lonely," "I feel sad," "I feel angry," "I feel depressed," and "I feel disappointed." Using a 4-point Likert scale ranging from "almost never" to "almost always," students responded to each item. Assessments were conducted at baseline and at posttest.
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Key Findings
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In one high school, 10th-grade students received the 12-week TestEdge Program, and in another high school, 10th-grade students served as the control group, receiving regular instruction. From baseline to posttest, students who received the TestEdge Program had a lower negative affect than students in the control group (p < .05).
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Studies Measuring Outcome
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Study 1
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Study Designs
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Quasi-experimental
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Quality of Research Rating
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2.9
(0.0-4.0 scale)
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| Outcome 3: Emotional discord |
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Description of Measures
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Emotional discord was assessed using 5 items from the 80-item Student Opinion Survey: "I feel powerless over what I am feeling," "I don't always know clearly how I feel," "I have opposite feelings from one moment to the next," "I keep negative feelings bottled up inside," and "I feel overwhelmed by my feelings." Using a 4-point Likert scale ranging from "almost never" to "almost always," students responded to each item. Assessments were conducted at baseline and at posttest.
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Key Findings
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In one high school, 10th-grade students received the 12-week TestEdge Program, and in another high school, 10th-grade students served as the control group, receiving regular instruction. From baseline to posttest, students who received the TestEdge Program had less emotional discord than students in the control group (p < .05).
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Studies Measuring Outcome
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Study 1
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Study Designs
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Quasi-experimental
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Quality of Research Rating
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2.9
(0.0-4.0 scale)
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| Outcome 4: Social interaction |
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Description of Measures
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Social interaction was assessed using 5 items from the 80-item Student Opinion Survey: "I find it difficult to know what others are feeling," "I have difficulty sharing my feelings with others," "I don't feel that I am being heard and understood," "I feel that I don't matter," and "I get into arguments or fights." Using a 4-point Likert scale ranging from "almost never" to "almost always," students responded to each item. Assessments were conducted at baseline and at posttest.
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Key Findings
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In one high school, 10th-grade students received the 12-week TestEdge Program, and in another high school, 10th-grade students served as the control group, receiving regular instruction. From baseline to posttest, students who received the TestEdge Program had better social interaction than students in the control group (p < .05).
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Studies Measuring Outcome
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Study 1
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Study Designs
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Quasi-experimental
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Quality of Research Rating
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2.9
(0.0-4.0 scale)
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| Outcome 5: Classroom engagement |
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Description of Measures
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Classroom engagement was assessed using 4 items from the 80-item Student Opinion Survey: "I enjoy this class and find it fun," "I am pleased with how much I am learning," "I feel that there are mostly good feelings among all of us in this class," and "I feel the teacher cares about me and my classmates as individuals." Using a 4-point Likert scale ranging from "almost never" to "almost always," students responded to each item. Assessments were conducted at baseline and at posttest.
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Key Findings
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In one high school, 10th-grade students received the 12-week TestEdge Program, and in another high school, 10th-grade students served as the control group, receiving regular instruction. From baseline to posttest, students who received the TestEdge Program had a higher level of classroom engagement than students in the control group (p < .05).
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Studies Measuring Outcome
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Study 1
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Study Designs
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Quasi-experimental
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Quality of Research Rating
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2.9
(0.0-4.0 scale)
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Study Populations
The following populations were identified in the studies reviewed for Quality of
Research.
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Study
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Age
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Gender
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Race/Ethnicity
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Study 1
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13-17 (Adolescent)
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53% Female
47% Male
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43% White
36% Hispanic or Latino
9% Asian
8% Race/ethnicity unspecified
1% American Indian or Alaska Native
1% Black or African American
1% Native Hawaiian or other Pacific Islander
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Quality of Research Ratings by Criteria (0.0-4.0 scale)
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
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Outcome
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Reliability
of Measures
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Validity
of Measures
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Fidelity
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Missing
Data/Attrition
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Confounding
Variables
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Data
Analysis
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Overall
Rating
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1: Test anxiety
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3.5
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3.0
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2.8
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2.8
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2.3
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3.5
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3.0
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2: Negative affect
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3.0
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3.0
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2.8
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2.8
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2.3
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3.5
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2.9
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3: Emotional discord
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3.0
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3.0
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2.8
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2.8
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2.3
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3.5
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2.9
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4: Social interaction
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3.0
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3.0
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2.8
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2.8
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2.3
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3.5
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2.9
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5: Classroom engagement
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3.0
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3.0
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2.8
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2.8
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2.3
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3.5
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2.9
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Study Strengths The Spielberger Test Anxiety Inventory, from which the Test Opinion Survey section of the Student Opinion Survey was derived, is a widely used and psychometrically sound measure, supported by reliability and validity data from an independent investigator. The Student Opinion Survey, which was developed by the researchers, has good internal consistency and construct validity. Considerable efforts were made to ensure that intervention fidelity was maintained at an acceptable level. Missing data were taken into account with multivariate statistical analysis. Confounding variables were well described, thoroughly discussed, and controlled for by the researchers. The statistical methods were appropriate and included tests that adjusted for baseline differences
Study Weaknesses No reliability data from independent investigators were provided for the Student Opinion Survey, and criterion validity was not established. The Test Opinion Survey was composed of a subset of eight items from the Test Anxiety Inventory, which may have affected the validity of the Test Opinion Survey. The study had considerable missing data.
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Costs
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements.
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Item Description
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Cost
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Required by Developer
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TestEdge Grades 3-5 Teacher's Kit (includes teacher's manual, laminated photo lesson cards with scripted lesson plans, student workbook, and posters)
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$129.95 each
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Yes, for implementation with these grade levels
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TestEdge Grades 3-5 Student Workbook
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- $2.95 each for orders of 19 or fewer
- $2.36 each for orders of 20-49 (20% discount)
- $1.77 each for orders of 50 or more (40% discount)
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Yes, for implementation with these grade levels
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TestEdge Grades 6-8 Teacher's Kit (includes teacher's manual, fully scripted lesson plans, student activity book, posters, video, overheads, and music CD)
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$129.95 each
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Yes, for implementation with these grade levels
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TestEdge Grades 6-8 Student Activity Book
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- $4.95 each for orders of 19 or fewer
- $3.96 each for orders of 20-49 (20% discount)
- $2.97 each for orders of 50 or more (40% discount)
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Yes, for implementation with these grade levels
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TestEdge Interactive CD Learning Program 6-8
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$49.95 each
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No
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TestEdge Grades 9-12 Teacher's Kit (includes teacher's manual, student activity book, posters, and video)
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$129.95 each
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Yes, for implementation with these grade levels
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TestEdge Grades 9-12 Student Activity Book
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- $4.95 each for orders of 19 or fewer
- $3.96 each for orders of 20-49 (20% discount)
- $2.97 each for orders of 50 or more (40% discount)
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Yes, for implementation with these grade levels
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TestEdge Interactive CD Learning Program 9-12+
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$49.95 each
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No
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3.5-day, off-site Resilient Educator training in northern California (includes lodging, food, materials, and phone-based coaching before implementation)
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$2,495 for up to 25 participants
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No
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1-day, on-site implementation training
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$1,500 per school, plus travel expenses
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No
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Phone-, email-, or Webinar-based coaching and consultation
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Free
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No
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